as much of a course of education as the time for which they are to be kept will allow. In November, 1896, there were 89 at the Geneva school, and 211 at the Kearney school. Those children who refuse to receive instruction offered at home, and who show by their conduct that they are likely to become bad citizens, are sent by local authorities to these schools. Here they are given an то OBJECT: elementary education in the English RAISE branches and are taught useful trades, STAND being treated in such a way as usually to CITI- develop honor and industry. THE ARD OF ZEN This is all SHIP done at the expense of the State, for the purpose of raising the standard of useful citizen-" ship. The purpose of the home for women at Milford, and the home for the friendless at Lincoln, are also in the line of raising the standard of morals and adding to the ranks of good citizens. At the latter institution, orphaned and friendless children are received, cared for, and provided with good homes. IDEA OF TEN upon There is a growing idea that a penitentiary also should be for reform, rather than for discipline. Be that as it the influence may, the APENI- convicts of learning trades must result in TIARY more or less education. It is even proposed to establish a school within the penitentiary. Insane hospitals are too frequently mere places of confinement. It is a benefit to the public to have the State care for the insane, but it is char ity to them to be treated as patients, not as convicts. Although the public institutions cannot be sharply classified, yet a general analysis may be made as follows: (a) Educational. State University, Lincoln. State Normal School, Peru. Institute for the Deaf and Dumb, Omaha. Boys' Industrial School, Kearney. Soldiers' and Sailors' Home, Milford. Soldiers' and Sailors' Home, Grand Island. Home for the Friendless, Lincoln. Insane Hospital, Lincoln. Insane Hospital, Norfolk. Insane Hospital, Hastings. (d) Penal. State Penitentiary, Lincoln. REVIEW. How much school land in Nebraska? How much in each township? How great a tax may a school district levy? How great a tax may the State levy for educational pur poses? Who levies the school tax in a district? Name the parts of the school system. Why does the State spend so much on education? Name the state institutions. Why should not a county take care of insane people? Should the convicts be taught trades? Should they be worked out with contractors by the Should convicts be made to wear a peculiar clothing? Should the county poor-house feed tramps? CHAPTER VL-FEDERAL RELATIONS POWERS U. S. The Federal government is almost a stranger to the every day life of the people. The common dealings of men have to do with the State. OF THE Nevertheless the United States has obtained some important rights under the constitution which was adopted in 1788. Besides the powers that belong to a government dealing with other nations, powers necessary to its support, such as taxation, are conferred upon it. No insignificant amount of revenue is collected in this State every year for the United States govvernment.1 Usually the most manifest evidence of the power of a nation is its military power. The power which a European nation shows to other governments or to its own people, is an extensive army and navy. This is not true of the United States, which has relied very little on its army and navy to retain its place among the nations or its control over its own territory. How, then, does the power of the United States appear in Nebraska? Probably its ever-present author 1 During the years from 1880 to 1890 the following amounts of internal revenue have been collected from Nebraska and Dakota, 1850-1883 being from Nebraska alone, and the remainder coming from Nebraska and the two Dakotas. FEDER COURTS ity is nowhere seen so well as in its courts. Not only does the State of Nebraska have a sysAL tem of courts, but the Federal government also maintains one or more courts in each State. Nebraska is concerned with only one of the nine circuits into which the States are grouped. The eighth circuit embraced, in 1898, the following fourteen states and territories: Arkansas, Colorado, Indian Territory, Iowa, Kansas, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Oklahoma Territory, South Dakota, Utah, and Wyoming. Every state in this eighth circuit, except three, forms one Federal judicial district, in which a judge holds court. A circuit court is held in each district by one of the two circuit judges which are appointed. In their absence the district judge may open circuit court and hear cases that belong to it, at the same time that district court is in session. Formerly there were only the three courts of the United States with which a state was concerned, the district, the circuit, and the supreme court. Lately (1891) a new court has been established in each circuit, called the circuit court of appeals. It is held at St. Louis for the eighth circuit. Three judges compose this court. The circuit justice, who is the United States supreme court judge assigned to the eighth circuit, together with the two circuit judges, may constitute the appeal court. If one or more of these is away, a district judge may take his place. Special |